Q3106259 (Q3106259): Difference between revisions
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(Created claim: summary (P836): The main objective of the project is to support the improvement of the quality of vocational education and training in connection with practical teaching. Type of activity: the creation, innovation, implementation of educational programmes aimed at enhancing science, mathematical, environmental, language, ICT literacy, including the development of entrepreneurial skills and economic thinking, will be implemented through extra-curricular activiti...) |
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The main objective of the project is to support the improvement of the quality of vocational education and training in connection with practical teaching. Type of activity: the creation, innovation, implementation of educational programmes aimed at enhancing science, mathematical, environmental, language, ICT literacy, including the development of entrepreneurial skills and economic thinking, will be implemented through extra-curricular activities not covered by an educational voucher and not included in the school’s educational programme. The project consists of one main activity:1. Out-of-school activity from compulsory subactivity:- project management and coordination The main target group of the main activity are: pupils, including pupils with SVET, including marginalised communities such as Roma, secondary schools. The project also includes an optional subactivity: pedagogical clubs with outputs for the target group pedagogical and professional staff of secondary vocational schools. The main objective of the optional subactivity: pedagogical clubs with outputs are the development of competences of pedagogical and professional staff as a tool for developing the competences and literacy of pupils needed to adapt education to the requirements of the labour market in accordance with the sub-activity for the mandatory target group of pupils. The needs of the target group (main activity of the project) addressed by the project: SSOŠ polytechnic DSA attends 430 pupils, of which 49 pupils have special educational needs. As part of the identification of educational needs of pupils, we also cooperated with employers of relevant focus in our region Jaguar Land Rover, Muehlbauer Technologies s.r.o., Karcher Slovakia, s.r.o. and others, who, based on the observation of pupils during practical teaching and vocational training, defined the most significant lack of skills and literacy.The most absent competences (competencies) of our pupils, however, are essential for their successful participation in the labour market include: literacy – autonomy in work requiring a higher level of connection of knowledge, critical thinking in the processing of information from various sources, reading with comprehension, especially incoherent texts (professional texts with table, graph), numeracy – reduced level of thinking in contexts, in the identification of procedures and relationships, interpretation of technical results, ability to make estimates, verify correctness, problems with solving non-standard tasks (practical tasks) using mathematical relationships.Financial literacy – reduced level of awareness of financial planning, financial decision making, consumer law.ICT knowledge and digital literacy – space for increasing the level of digital literacy and ICT skills in porces: collection, analysis, critical evaluation of information and its further use in practical tasks, work with specialised digitised content, strategies for the use of ICT, understanding and working in CPS- the basic building block of industrial production.Competences to initiative, creativity and entrepreneurship – lower level of proactive behaviour, initiatives to create projects, adoption of change.Natural literacy – reduced interest in STEM subjects, polytechnical education, formalised knowledge of natural phenomena.Individual needs of pupils, their interests and preparation for future occupations are fully supported in the present project and the project has a direct impact on the future employability of graduates and their successful applications in further life through the integration of elements of the dual system of education in sub-activities of extra-curricular activities. Optional subactivity, pedagogical clubs with outputs – Identified need of the target group of educational and professional staff of the school: One of the factors of modern SOŠ in the system of dual education is the introduction of team cooperation across the educational environment of the school. In modern SOŠ the unit of organizational structure team (pedagoic club). In the current educational environment of the ESI, this factor is not established and stabilised, although the need to meet teachers, exchange of good practice and joint lifelong learning repeatedly emerges from the mouth of school pedagogical and professional staff at professional educational events organised by the State Institute of Vocational Training. Teachers do not usually cooperate with each other, there are no solution teams where best practice is shared, intergenerational exchange of experience. Even if there is cooperation, it is only short-term and its form is based on a random situation. There is a lack of a meeting system, a habit that is common in the CES in the EU (source: EQAVET, QualiVET). (English) | |||||||||||||||
| Property / summary: The main objective of the project is to support the improvement of the quality of vocational education and training in connection with practical teaching. Type of activity: the creation, innovation, implementation of educational programmes aimed at enhancing science, mathematical, environmental, language, ICT literacy, including the development of entrepreneurial skills and economic thinking, will be implemented through extra-curricular activities not covered by an educational voucher and not included in the school’s educational programme. The project consists of one main activity:1. Out-of-school activity from compulsory subactivity:- project management and coordination The main target group of the main activity are: pupils, including pupils with SVET, including marginalised communities such as Roma, secondary schools. The project also includes an optional subactivity: pedagogical clubs with outputs for the target group pedagogical and professional staff of secondary vocational schools. The main objective of the optional subactivity: pedagogical clubs with outputs are the development of competences of pedagogical and professional staff as a tool for developing the competences and literacy of pupils needed to adapt education to the requirements of the labour market in accordance with the sub-activity for the mandatory target group of pupils. The needs of the target group (main activity of the project) addressed by the project: SSOŠ polytechnic DSA attends 430 pupils, of which 49 pupils have special educational needs. As part of the identification of educational needs of pupils, we also cooperated with employers of relevant focus in our region Jaguar Land Rover, Muehlbauer Technologies s.r.o., Karcher Slovakia, s.r.o. and others, who, based on the observation of pupils during practical teaching and vocational training, defined the most significant lack of skills and literacy.The most absent competences (competencies) of our pupils, however, are essential for their successful participation in the labour market include: literacy – autonomy in work requiring a higher level of connection of knowledge, critical thinking in the processing of information from various sources, reading with comprehension, especially incoherent texts (professional texts with table, graph), numeracy – reduced level of thinking in contexts, in the identification of procedures and relationships, interpretation of technical results, ability to make estimates, verify correctness, problems with solving non-standard tasks (practical tasks) using mathematical relationships.Financial literacy – reduced level of awareness of financial planning, financial decision making, consumer law.ICT knowledge and digital literacy – space for increasing the level of digital literacy and ICT skills in porces: collection, analysis, critical evaluation of information and its further use in practical tasks, work with specialised digitised content, strategies for the use of ICT, understanding and working in CPS- the basic building block of industrial production.Competences to initiative, creativity and entrepreneurship – lower level of proactive behaviour, initiatives to create projects, adoption of change.Natural literacy – reduced interest in STEM subjects, polytechnical education, formalised knowledge of natural phenomena.Individual needs of pupils, their interests and preparation for future occupations are fully supported in the present project and the project has a direct impact on the future employability of graduates and their successful applications in further life through the integration of elements of the dual system of education in sub-activities of extra-curricular activities. Optional subactivity, pedagogical clubs with outputs – Identified need of the target group of educational and professional staff of the school: One of the factors of modern SOŠ in the system of dual education is the introduction of team cooperation across the educational environment of the school. In modern SOŠ the unit of organizational structure team (pedagoic club). In the current educational environment of the ESI, this factor is not established and stabilised, although the need to meet teachers, exchange of good practice and joint lifelong learning repeatedly emerges from the mouth of school pedagogical and professional staff at professional educational events organised by the State Institute of Vocational Training. Teachers do not usually cooperate with each other, there are no solution teams where best practice is shared, intergenerational exchange of experience. Even if there is cooperation, it is only short-term and its form is based on a random situation. There is a lack of a meeting system, a habit that is common in the CES in the EU (source: EQAVET, QualiVET). (English) / rank | |||||||||||||||
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| Property / summary: The main objective of the project is to support the improvement of the quality of vocational education and training in connection with practical teaching. Type of activity: the creation, innovation, implementation of educational programmes aimed at enhancing science, mathematical, environmental, language, ICT literacy, including the development of entrepreneurial skills and economic thinking, will be implemented through extra-curricular activities not covered by an educational voucher and not included in the school’s educational programme. The project consists of one main activity:1. Out-of-school activity from compulsory subactivity:- project management and coordination The main target group of the main activity are: pupils, including pupils with SVET, including marginalised communities such as Roma, secondary schools. The project also includes an optional subactivity: pedagogical clubs with outputs for the target group pedagogical and professional staff of secondary vocational schools. The main objective of the optional subactivity: pedagogical clubs with outputs are the development of competences of pedagogical and professional staff as a tool for developing the competences and literacy of pupils needed to adapt education to the requirements of the labour market in accordance with the sub-activity for the mandatory target group of pupils. The needs of the target group (main activity of the project) addressed by the project: SSOŠ polytechnic DSA attends 430 pupils, of which 49 pupils have special educational needs. As part of the identification of educational needs of pupils, we also cooperated with employers of relevant focus in our region Jaguar Land Rover, Muehlbauer Technologies s.r.o., Karcher Slovakia, s.r.o. and others, who, based on the observation of pupils during practical teaching and vocational training, defined the most significant lack of skills and literacy.The most absent competences (competencies) of our pupils, however, are essential for their successful participation in the labour market include: literacy – autonomy in work requiring a higher level of connection of knowledge, critical thinking in the processing of information from various sources, reading with comprehension, especially incoherent texts (professional texts with table, graph), numeracy – reduced level of thinking in contexts, in the identification of procedures and relationships, interpretation of technical results, ability to make estimates, verify correctness, problems with solving non-standard tasks (practical tasks) using mathematical relationships.Financial literacy – reduced level of awareness of financial planning, financial decision making, consumer law.ICT knowledge and digital literacy – space for increasing the level of digital literacy and ICT skills in porces: collection, analysis, critical evaluation of information and its further use in practical tasks, work with specialised digitised content, strategies for the use of ICT, understanding and working in CPS- the basic building block of industrial production.Competences to initiative, creativity and entrepreneurship – lower level of proactive behaviour, initiatives to create projects, adoption of change.Natural literacy – reduced interest in STEM subjects, polytechnical education, formalised knowledge of natural phenomena.Individual needs of pupils, their interests and preparation for future occupations are fully supported in the present project and the project has a direct impact on the future employability of graduates and their successful applications in further life through the integration of elements of the dual system of education in sub-activities of extra-curricular activities. Optional subactivity, pedagogical clubs with outputs – Identified need of the target group of educational and professional staff of the school: One of the factors of modern SOŠ in the system of dual education is the introduction of team cooperation across the educational environment of the school. In modern SOŠ the unit of organizational structure team (pedagoic club). In the current educational environment of the ESI, this factor is not established and stabilised, although the need to meet teachers, exchange of good practice and joint lifelong learning repeatedly emerges from the mouth of school pedagogical and professional staff at professional educational events organised by the State Institute of Vocational Training. Teachers do not usually cooperate with each other, there are no solution teams where best practice is shared, intergenerational exchange of experience. Even if there is cooperation, it is only short-term and its form is based on a random situation. There is a lack of a meeting system, a habit that is common in the CES in the EU (source: EQAVET, QualiVET). (English) / qualifier | |||||||||||||||
point in time: 15 September 2021
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Revision as of 15:16, 15 September 2021
Project Q3106259 in Slovakia
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| English | No label defined |
Project Q3106259 in Slovakia |
Statements
246,972.53 Euro
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290,555.92 Euro
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0.85 percent
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9 January 2020
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2 January 2023
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Súkromná stredná odborná škola polytechnická DSA, Novozámocká 220, Nitra
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47°52'23.52"N, 18°10'58.76"E
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Hlavným cieľom projektu je podpora zvyšovania kvality vzdelávania v oblasti odborného vzdelávania a prípravy v prepojení na praktické vyučovanie. Typ aktivity: tvorba, inovácia, realizácia vzdelávacích programov zameraných na zvýšenie prírodovednej, matematickej, environmentálnej, jazykovej, IKT gramotnosti vrátane rozvoja podnikateľských zručností a ekonomického myslenia, bude realizovaný prostredníctvom mimoškolskej činnosti, na ktorú sa neuplatňuje vzdelávací poukaz a nie je zaradená vo výchovnom programe školy. Projekt sa skladá z jednej hlavnej aktivity:1. mimoškolská činnosť z povinnej podaktivity:- riadenie a koordinácia projektuHlavnou cieľovou skupinou hlavnej aktivity sú: žiaci vrátane žiakov so ŠVVP vrátane marginalizovaných komunít ako sú napr. Rómovia, stredných škôl. Projekt obsahuje aj voliteľnú podaktivitu: pedagogické kluby s výstupmi, a to pre cieľovú skupinu pedagogickí a odborní zamestnanci stredných odborných škôl. Hlavným cieľom voliteľnej podaktivity: pedagogické kluby s výstupmi je rozvoj kompetencií pedagogických a odborných zamestnancov ako nástroj rozvíjania kompetencií a gramotností žiakov potrebných pre prispôsobenie vzdelávania požiadavkám trhu práce v súlade s podaktivitou pre povinnú cieľovú skupinu žiakov. Potreby cieľovej skupiny (hlavná aktivita projektu), ktoré projekt rieši: SSOŠ polytechnickú DSA navštevuje 430 žiakov žiakov, z toho 49 žiakov má špeciálne výchovno-vzdelávacie potreby. V rámci identifikácie vzdelávacích potrieb žiakov sme spolupracovali aj so zamestnávateľmi príslušného zamerania v našom regióne Jaguar Land Rover, Muehlbauer Technologies s.r.o., KARCHER Slovakia, s.r.o. a ďalší., ktorí na základe pozorovania žiakov počas praktickej výučby a odborného výcviku zadefinovali najvýraznejšie absentujúce zručnosti a gramotnosti.Medzi najviac absentujúce kompetencie (spôsobilostí) našich žiakov, ktoré sú však nevyhnutné pre ich úspešné uplatnenie sa na trhu práce patria:čitateľská gramotnosť - samostatnosť pri práci vyžadujúcej vyššiu úroveň prepájania poznatkov, kritické myslenie pri spracovaní informácií z rôznych zdrojov, čítanie s porozumením, a to hlavne nesúvislých textov (odborné texty s tabuľkou, grafom), matematická gramotnosť - znížená úroveň myslenia v súvislostiach, v identifikácii postupov a vzťahov, interpretácia výsledkov technického charakteru, schopnosť vytvoriť odhad, overiť správnosť, problémy s riešením neštandardných úloh (praktické úlohy) s využitím matematických vzťahov.finančná gramotnosť - znížená úroveň povedomia o finančnom plánovaní, tvorbe finančných rozhodnutí, spotrebiteľského práva.IKT vedomostí a digitálna gramotnosť - priestor pre zvýšnie úrovene digitálnej gramotnosti a iKT zručností v porcesoch: zhromažďovanie, analyzovanie, kritické vyhodnotenie informácií a ich ďalšie použitie v praktických úlohách, práca s odborným digitalizovaným obsahom, stratégie využitia IKT, pochopenie a práca v CPS- základného stavebného prvku priemyslenej výroby.kompetencie k iniciatíve, kreativite a podnikavosti - nižšia úroveň proaktívneho správania, iniciatívy k tvorbe projektov, k prijatiu zmeny.prírodovedná gramotnosť - znížený záujem o STEM predmety, polytechnické vzdelávanie, formalizovaná znalosť prírodných javov.Individuálne potreby žiakov, ich záujmy a príprava na budúce povolanie sú v predkladanom projekte plne podporené a projekt má prostredníctvom zakomponovania prvkov duálneho systému vzdelávania v podaktivitách mimoškolskej činnosti priamy vplyv na budúcu zamestnateľnosť absolventov a ich úspešné uplatnenia sa v ďalšom živote. Voliteľna podaktivita, pedagogické kluby s výstupmi - Identifikovaná potreba cieľovej skupiny pedagogickí a odborní zamestnanci školy:Jedným z faktorov modernej SOŠ v systéme duálneho vzdelávania je zavedenie tímovej spolupráce naprieč vzdelávacím prostredím školy. V modernej SOŠ je jednotkou organizačnej štruktúry tím (pedagoický klub). V súčasnom edukačnom prostredí SOŠ nie je tento faktor zavedený a zastabilizovaný, aj keď potreba stretávania sa učiteľov, výmeny dobrej praxe a spoločného celoživotného učenia sa opakovane odznieva z úst pedagogických a odborných zamestnancov škôl na odborných vzdelávacích podujatiach, ktoré organizuje štátny inštitút odborného vzdelávania. Učitelia medzi sebou zväčša nespolupracujú, neexistujú riešiteľské tímy, v rámci ktorých by dochádzalo k zdieľaniu Best practice, k medzigeneračnej výmene skúseností. Ak aj existuje spolupráca, je len krátkodobá a jej forma je založená na náhodnej situácii. Chýba systém stretávania sa, návyk, ktorý je bežný v SOŠ v EÚ (zdroj: EQAVET, QualiVET). Zavedením pedagogických klubov s výstupmi dôjde k zavedeniu faktoru modernej SOŠ - tímová štruktúra školy a tímová spolupráca vedená koordinátormi (tímlídrami) (EQAVET, ŠIOV 2019, http://dualnysystem.sk/dualne-vzdelavanie). Hlavná aktivita 1 - mimoškolská činnosť sa skladá z 33 podaktivít, ktoré sú zacielené na rozvoj kompetencií žiakov v oblasti: čitateľskej gramotnosti,matematickej gramotnosti (Slovak)
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The main objective of the project is to support the improvement of the quality of vocational education and training in connection with practical teaching. Type of activity: the creation, innovation, implementation of educational programmes aimed at enhancing science, mathematical, environmental, language, ICT literacy, including the development of entrepreneurial skills and economic thinking, will be implemented through extra-curricular activities not covered by an educational voucher and not included in the school’s educational programme. The project consists of one main activity:1. Out-of-school activity from compulsory subactivity:- project management and coordination The main target group of the main activity are: pupils, including pupils with SVET, including marginalised communities such as Roma, secondary schools. The project also includes an optional subactivity: pedagogical clubs with outputs for the target group pedagogical and professional staff of secondary vocational schools. The main objective of the optional subactivity: pedagogical clubs with outputs are the development of competences of pedagogical and professional staff as a tool for developing the competences and literacy of pupils needed to adapt education to the requirements of the labour market in accordance with the sub-activity for the mandatory target group of pupils. The needs of the target group (main activity of the project) addressed by the project: SSOŠ polytechnic DSA attends 430 pupils, of which 49 pupils have special educational needs. As part of the identification of educational needs of pupils, we also cooperated with employers of relevant focus in our region Jaguar Land Rover, Muehlbauer Technologies s.r.o., Karcher Slovakia, s.r.o. and others, who, based on the observation of pupils during practical teaching and vocational training, defined the most significant lack of skills and literacy.The most absent competences (competencies) of our pupils, however, are essential for their successful participation in the labour market include: literacy – autonomy in work requiring a higher level of connection of knowledge, critical thinking in the processing of information from various sources, reading with comprehension, especially incoherent texts (professional texts with table, graph), numeracy – reduced level of thinking in contexts, in the identification of procedures and relationships, interpretation of technical results, ability to make estimates, verify correctness, problems with solving non-standard tasks (practical tasks) using mathematical relationships.Financial literacy – reduced level of awareness of financial planning, financial decision making, consumer law.ICT knowledge and digital literacy – space for increasing the level of digital literacy and ICT skills in porces: collection, analysis, critical evaluation of information and its further use in practical tasks, work with specialised digitised content, strategies for the use of ICT, understanding and working in CPS- the basic building block of industrial production.Competences to initiative, creativity and entrepreneurship – lower level of proactive behaviour, initiatives to create projects, adoption of change.Natural literacy – reduced interest in STEM subjects, polytechnical education, formalised knowledge of natural phenomena.Individual needs of pupils, their interests and preparation for future occupations are fully supported in the present project and the project has a direct impact on the future employability of graduates and their successful applications in further life through the integration of elements of the dual system of education in sub-activities of extra-curricular activities. Optional subactivity, pedagogical clubs with outputs – Identified need of the target group of educational and professional staff of the school: One of the factors of modern SOŠ in the system of dual education is the introduction of team cooperation across the educational environment of the school. In modern SOŠ the unit of organizational structure team (pedagoic club). In the current educational environment of the ESI, this factor is not established and stabilised, although the need to meet teachers, exchange of good practice and joint lifelong learning repeatedly emerges from the mouth of school pedagogical and professional staff at professional educational events organised by the State Institute of Vocational Training. Teachers do not usually cooperate with each other, there are no solution teams where best practice is shared, intergenerational exchange of experience. Even if there is cooperation, it is only short-term and its form is based on a random situation. There is a lack of a meeting system, a habit that is common in the CES in the EU (source: EQAVET, QualiVET). (English)
15 September 2021
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Identifiers
312011ACZ5
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